This column explains three ways that teachers can improve reading test performance. Basically, the idea is that instead of teaching students to respond to particular question types as is typical of test preparation despite the ineffectiveness of this practice, it is better to teach students to read the test passages more effectively. Three…

Many teachers and administrators are caught between opposing forces in education. Often, they're forced into compliance with scientifically based reading research (SBRR) requiring methods and materials that run counter to their own beliefs. Or, teachers are forced to eliminate reading methods that their own experience has shown to be effective.…

An effective alternative to the traditional classroom practice of Silent Sustained Reading (SSR) called Scaffolded Silent Reading (ScSR), is described in detail in this article. An implementation of ScSR in a third-grade classroom is presented. Quantitative and qualitative results from a year-long field experiment are reported in which ScSR is…

This article reports on a retooled Sustained Silent Reading (SSR) block in an intermediate classroom designed to meet the needs of all students. The authors discuss the benefits and obstacles to SSR and include the framework and classroom management tips that aided their successful implementation of an independent reading block. Students engaged…

Defines Uninterrupted Sustained Silent Reading and explains the need for it, how to use it effectively, what to expect from it, and what to do if something goes wrong. (FL)

Discusses the rationale for sustained silent reading, suggests methods for implementing it, reports on studies showing its positive effects, and notes problems and benefits involved in sustained silent reading programs. (DD)

Traces the rationale for removing Sustained Silent Reading from reading instruction as implied by the Reading First initiative. Suggests that no one is accepting responsibility. Notes the authors are apparently out of step with their teaching because they recommend and use many practices that have not been validated by studies conducted by the…

Gives suggestions for successful implementation of sustained silent reading. (MKM)

Suggests that teachers serve as models for children during sustained silent reading periods; teachers' behaviors and attitudes are reflected in those of their students. (JM)

Suggests adding an uninterrupted sharing activity (USA) after uninterrupted sustained silent reading (USSR) to increase students' comprehension and enjoyment of reading. (MG)

Describes "Booktime," a modified form of sustained silent reading that produced positive results with first-grade poor readers. (FL)

Describes the process of mental modeling, a technique for helping poor readers become strategic readers by increasing their metacognitive control. (ARH)

Describes a technique to improve the benefits of Sustained Silent Reading (SSR). Provides sample questions which encourage students to monitor and gain insight into their own reading and responses to what they have read. (MM)

Indicates that Sustained Silent Reading (SSR) is not superior to other methods used to increase reading skills. (RB)

Uses data from the ERIC system to review the practice of sustained silent reading. (FL)